This study followed 9 teacher candidates through a 3-week cultural immersion experience in which they volunteered in educational settings where they were not members of the majority culture. This learning experience was designed to help candidates better understand their culturally, ethnically, and linguistically diverse future students. A qualitative design with an ethnographic approach was used to explore the use of debrieﬁng circles, based on Parker Palmer’s clearness committee structure. Debrieﬁng circles were examined as a tool to facilitate self-reﬂection as a scaffold toward culturally responsive teaching. Candidate perceptions of the strengths and weaknesses of the debrieﬁng-circle discussion framework are analyzed.
Addleman, Rebecca A.; Brazo, Carol Jo; Dixon, Kristin; Cevallos, Tatiana; and Wortman, Shary, "Teacher Candidates’ Perceptions of Debrieﬁng Circles to Facilitate Self-Reﬂection During a Cultural Immersion Experience" (2014). Faculty Publications - College of Education. 81.